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Teachers in Kentucky are using portfolios to determine strengths and weaknesses of individual students. Consequently, instruction is centered totally around the student. The implementation of portfolios sends the message to students that their first efforts should not be their last. Revision is part of improvement, and students are expected to reevaluate so that their portfolios represent their best work. The rationale and procedures for using mathematics and writing portfolios in Kentucky schools are explored. The use of portfolios grows from the Kentucky Educational Reform Act and is part of the performance based assessment mandated in 1992. The mathematics portfolio for grade 4, presently in use, contains a table of contents, a letter to the reviewer, and five to seven entries that reflect the students’ best work in the classroom throughout the year. The grade 4 writing portfolio contains examples of several different kinds of writing, as well as a best piece chosen by the student. Portfolios are scored by the teacher or by scoring teams in the school. As computer technology becomes more widespread in Kentucky schools, portfolios may take innovative forms that take up less space and can be easily recalled. (Contains 16 references.) (SLD)